In March 2024, 美姬社区was fortunate to have Catherine Compton-Lilly present on her, and her colleagues', investigation into what we truly know about teaching reading from decades of reading research. 

Compton-Lilly and her colleagues authored a much-lauded article titled Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading.

This article was published in November 2023 by Wiley for the International Literacy Association (ILA) in a Open Access format, making it freely available at  .

It is a must read article for literacies educators and decision-makers in the field of education.

The abstract that follows provides an outline of the article. 

Abstract

The recent dissemination of selective research findings related to reading privileges a narrow body of reading scholarship and a singular, unproven solution—teaching phonics. We offer a research-based correction by presenting two compelling bodies of research to argue that reading instruction must be responsive to individual children. While this confluence of complexity does not deny the importance of phonics, it highlights the significant findings related to: (1) the brain and reading, and (2) the systematic observation of young readers. We argue that reductive and singular models of reading fail to honor the cultures, experiences, and diversity of children. This confluence of research findings reveals an unequivocal need for caution as states, universities, schools, and teachers adopt assumedly universal and narrow approaches to teaching reading.